34
Differentiated Monitoring and Support Division of Review and Support September 24, 2019
Differentiated Monitoring and Support
Division of Review and SupportSeptember 24, 2019
Presenter Contact Information
Ramonda OlaloyeReview and Support ManagerTexas Education [email protected]
Jacob KlettReview and Support ManagerTexas Education [email protected]
https://tea.texas.gov/Academics/Special_Student_Populations/Review_and_Support/Review_and_Support
https://tea.texas.gov/Academics/Special_Student_Populations/Review_and_Support/Review_and_Support/mailto:[email protected]:[email protected]
Today’s Outcomes
Participants will be able to explain the required and supplemental elements of the Differentiated Monitoring and Support (DMS) process for special education monitoring in the State of Texas.
Participants will be able to describe the special education monitoring activities LEAs may experience during Targeted Support Reviews and Cyclical Reviews.
Participants will be able to articulate the purpose of the Ascend Texas application and complete the steps needed to access the Ascend Texas platform.
Differentiated Monitoring and Support
Diagnostic Framework
Three IDEA implementation
domains
Seven focus areas of
compliance
Differentiated Monitoring and Support (DMS)
DMS Required Elements
DMS Supplemental Elements
Differentiated Supports
Cyclical ReviewResults Driven Accountability
Formerly Performance-Based Monitoring Analysis System (PBMAS)Performance Levels and Determinations
0-1 2 3 4
Meets Requirements Needs Assistance
Needs Intervention
Needs Substantial
Intervention
Targeted Support ReviewResults Driven Accountability
Formerly Performance-Based Monitoring Analysis System (PBMAS)Performance Levels and Determinations
0-1 2 3 4
Meets Requirements Needs Assistance
Needs Intervention
Needs Substantial
Intervention
Differentiated Support Performance LevelsUniversal Meets Requirement (0-1)
Targeted Needs Assistance (2)
Intensive Needs Intervention (3); Needs Substantial Intervention (4)
Self-Assessment
Purpose of the Self-Assessment
Assist Local Education Agency (LEA) leadership teams in evaluating and improving its special education program.
Engage leadership teams through a proactive approach by addressing special education compliance and improving
student performance.
Support continuous improvement activities with a focus on improving outcomes for students with disabilities.
Self-Assessment in 2019-2020
Cyclical Groups 1 & 2
• Test Groups to provide feedback• 3-4 Months for completion
Cyclical Group 3
• Full release of Self-Assessment• Spring 2020• LEAs notified prior to monitoring
Targeted Support Review
Targeted Support Review
Targeted Desk Review
• Performance Level of 3 or 4• Focuses on select RDA/PBMAS indicators• Review of special education documentation• Documentation specific to RDA/PBMAS
indicators• Provide information and/or clarification• Identify areas of strength in practice• Identify areas for improvement• Develop plan for support and Technical
Assistance• Identify non-compliance and corrective
actions if needed
Cyclical Review
Cyclical Reviews
• One of two monitoring pathways in DMS
• Encompasses all LEAs in Texas• One cycle every six years• Comprehensive special education
program review• Not determined by Performance Level
(RDA/PBMAS)• RDA/PBMAS determinations
considered during review
Cyclical Reviews: Required Elements
• TEA reviews LEA’s special education policies• LEA completes a Self-Assessment in Ascend• LEA uploads required special education
documents in Ascend Texas• TEA completes Comprehensive Desk Review• Clarification conversations occur as needed• TEA issues report to LEA• 10 day window for additional clarification• Report of Findings provided to LEA
Comprehensive Desk Review
• Focuses on all compliance areas within the Diagnostic Framework
• IDEA and state special education compliance • Identify areas of strength in practice• Identify areas for improvement• Opportunities for clarification• Develop plan for support and Technical
Assistance• Identify non-compliance and corrective
actions if needed• Report of findings provided upon conclusion
Comprehensive Desk Review UploadsSpecial Education
Population
Desk Review Sample
DR Initial Evaluation
DR TransitionDR
Grade/ Disability
1-9 Census Census Census Census10-11 9 2 2 5
12 10 3 2 513-14 11 3 2 615-16 12 3 3 617-18 13 3 3 719-20 14 4 3 721-23 15 4 3 824-25 16 4 4 826-28 17 4 4 929-31 18 5 4 932-34 19 5 4 1035-38 20 5 5 1039-42 21 5 5 1143-46 22 6 5 1147-51 23 6 5 1252-56 24 6 6 1257-62 25 6 6 1363-69 26 7 6 1370-77 27 7 6 1478-86 28 7 7 1487-96 29 7 7 1597-109 30 8 7 15
110-124 31 8 7 16125-142 32 8 8 16143-165 33 8 8 17166-215 34 9 8 17216-234 35 9 8 18235-290 36 9 9 18291-373 37 9 9 19374-513 38 10 9 19514-795 39 10 9 20796-1665 40 10 10 20≥1666 41 10 10 21
Sheet1
Special Education PopulationDesk Review SampleDR Initial EvaluationDR TransitionDR Grade/ Disability
1-9CensusCensusCensusCensus
10-119225
1210325
13-1411326
15-1612336
17-1813337
19-2014437
21-2315438
24-2516448
26-2817449
29-3118549
32-34195410
35-38205510
39-42215511
43-46226511
47-51236512
52-56246612
57-62256613
63-69267613
70-77277614
78-86287714
87-96297715
97-109308715
110-124318716
125-142328816
143-165338817
166-215349817
216-234359818
235-290369918
291-373379919
374-5133810919
514-7953910920
796-166540101020
≥166641101021
Example 1: Determining Required Uploads
10 students who require special
education services enrolled in LEA
Special Education Population
Desk Review Sample
DR Initial Evaluation
DR TransitionDR
Grade/ Disability
1-9 Census Census Census Census10-11 9 2 2 5
12 10 3 2 513-14 11 3 2 615-16 12 3 3 617-18 13 3 3 719-20 14 4 3 721-23 15 4 3 824-25 16 4 4 826-28 17 4 4 929-31 18 5 4 932-34 19 5 4 1035-38 20 5 5 1039-42 21 5 5 1143-46 22 6 5 1147-51 23 6 5 12
Sheet1
Special Education PopulationDesk Review SampleDR Initial EvaluationDR TransitionDR Grade/ Disability
1-9CensusCensusCensusCensus
10-119225
1210325
13-1411326
15-1612336
17-1813337
19-2014437
21-2315438
24-2516448
26-2817449
29-3118549
32-34195410
35-38205510
39-42215511
43-46226511
47-51236512
52-56246612
57-62256613
63-69267613
70-77277614
78-86287714
87-96297715
97-109308715
110-124318716
125-142328816
143-165338817
166-215349817
216-234359818
235-290369918
291-373379919
374-5133810919
514-7953910920
796-166540101020
≥166641101021
Example 2: Determining Required Uploads
Special Education Population
Desk Review Sample
DR Initial Evaluation
DR TransitionDR
Grade/ Disability
1-9 Census Census Census Census10-11 9 2 2 5
12 10 3 2 513-14 11 3 2 615-16 12 3 3 617-18 13 3 3 719-20 14 4 3 721-23 15 4 3 824-25 16 4 4 826-28 17 4 4 929-31 18 5 4 932-34 19 5 4 1035-38 20 5 5 1039-42 21 5 5 1143-46 22 6 5 1147-51 23 6 5 12
45 students who require special
education services enrolled in LEA
Sheet1
Special Education PopulationDesk Review SampleDR Initial EvaluationDR TransitionDR Grade/ Disability
1-9CensusCensusCensusCensus
10-119225
1210325
13-1411326
15-1612336
17-1813337
19-2014437
21-2315438
24-2516448
26-2817449
29-3118549
32-34195410
35-38205510
39-42215511
43-46226511
47-51236512
52-56246612
57-62256613
63-69267613
70-77277614
78-86287714
87-96297715
97-109308715
110-124318716
125-142328816
143-165338817
166-215349817
216-234359818
235-290369918
291-373379919
374-5133810919
514-7953910920
796-166540101020
≥166641101021
Example 3: Determining Required Uploads
1,034 students who require special
education services enrolled in LEA
Special Education Population
Desk Review Sample
DR Initial Evaluation
DR TransitionDR
Grade/ Disability
63-69 26 7 6 1370-77 27 7 6 1478-86 28 7 7 1487-96 29 7 7 1597-109 30 8 7 15
110-124 31 8 7 16125-142 32 8 8 16143-165 33 8 8 17166-215 34 9 8 17216-234 35 9 8 18235-290 36 9 9 18291-373 37 9 9 19374-513 38 10 9 19514-795 39 10 9 20796-1665 40 10 10 20≥1666 41 10 10 21
Sheet1
Special Education PopulationDesk Review SampleDR Initial EvaluationDR TransitionDR Grade/ Disability
1-9CensusCensusCensusCensus
10-119225
1210325
13-1411326
15-1612336
17-1813337
19-2014437
21-2315438
24-2516448
26-2817449
29-3118549
32-34195410
35-38205510
39-42215511
43-46226511
47-51236512
52-56246612
57-62256613
63-69267613
70-77277614
78-86287714
87-96297715
97-109308715
110-124318716
125-142328816
143-165338817
166-215349817
216-234359818
235-290369918
291-373379919
374-5133810919
514-7953910920
796-166540101020
≥166641101021
Cyclical Review: On-Site Reviews
• Not all cyclical reviews include on-site• 2019-2020 on-site reviews determined using
prior academic year’s data• On-site reviews completed in three to
four days• Case study approach• Focus on IEP implementation• Purpose is to gather additional data• Includes entrance and exit conference• Stakeholder interviews• Student observations
Cyclical Review: On-Site Reviews
• Cyclical review notifications to LEAs in July 2019• Notifications specific to each LEA• Required activities outlined • Notification letter indicates if On-Site Review required
Ascend Texas Platform
Ascend Texas in TEAL
Ascend Texas in TEAL
Ascend Texas in TEAL
Ascend Texas in TEAL
Ascend Texas Roles in TEAL
Ascend Role in TEAL Who Should Request
LEA Approver Superintendent or designee
LEA Data Entry LEA determined
TEA Full Edit TEA only
TEA Viewer TEA only
Viewer ESC staff
Additional Supports
Thank you!
Slide Number 1Presenter Contact InformationToday’s OutcomesDifferentiated Monitoring and SupportDiagnostic FrameworkDifferentiated Monitoring and Support (DMS)DMS Required ElementsDMS Supplemental ElementsDifferentiated SupportsSelf-AssessmentPurpose of the Self-AssessmentSelf-Assessment in 2019-2020Targeted Support ReviewTargeted Support ReviewTargeted Desk ReviewCyclical ReviewCyclical ReviewsSlide Number 18Comprehensive Desk ReviewComprehensive Desk Review UploadsExample 1: Determining Required UploadsExample 2: Determining Required UploadsExample 3: Determining Required UploadsCyclical Review: On-Site ReviewsCyclical Review: On-Site ReviewsAscend Texas PlatformSlide Number 27Ascend Texas in TEALAscend Texas in TEALAscend Texas in TEALAscend Texas in TEALAscend Texas Roles in TEALAdditional SupportsThank you!
![tea.texas.gov...Texas Education for Homeless Children and Youth (TEHCY) Program Summit Program Guidelines. E] The applicant provides assurance to adhere to all the Performance Measures,](https://static.documents.pub/doc/80x56/5f033cec7e708231d408381c/teatexasgov-texas-education-for-homeless-children-and-youth-tehcy-program.jpg)
